BA Hons Events and Entertainment Management Full Time ...

AQE October 2017 Page 1 of 29

Course Specification

A. Course Information Final award title(s) BA (Hons) Events and Entertainment Management

Intermediate exit award title(s)

Certificate of Higher Education in Events and Entertainment Management Diploma of Higher Education in Events and Entertainment Management

UCAS Code

N820 Course Code(s)

4833

London South Bank University

School ☐ ASC ☐ ACI ☐ BEA ☐ BUS ☐ ENG ☐ HSC ☒ LSS

Division UELS

Course Director

Delivery site(s) for course(s)

☒ Southwark ☐ Havering

☐ Other: please specify

Mode(s) of delivery ☒Full time ☐Part time ☐other please specify

Length of course/start and finish dates

Mode Length years Start - month Finish -

month

Full time 3 years September June

Full time with

placement/

sandwich year

Part time

Part time with

Placement/

sandwich year

Is this course generally suitable for students on a Tier 4 visa?

Please complete the International Office questionnaire

Yes

Students are advised that the structure/nature of the course is

suitable for those on a Tier 4 visa but other factors will be taken

into account before a CAS number is allocated.

Approval dates:

Course(s) validated /

February 2017

Course specification last updated and signed off

February 2017


Professional, Statutory & Regulatory Body accreditation

Reference points: Internal Corporate Strategy 2015-2020 Academic Quality and Enhancement Manual School Strategy LSBU Academic Regulations

External QAA Quality Code for Higher Education 2013 Framework for Higher Education Qualifications Subject Benchmark Statements (Dated) PSRB Competitions and Markets Authority SEEC Level Descriptors 2016

B. Course Aims and Features

Distinctive features of course

1. A course that studies the management of events and entertainment operations from the heart of a World City;

2. Offers site visits and field trips linking to module topics and professional development ;

3. 2x 450 hour placements during level 4 and 5 of the programme which gives students practical work experience and research that will be integrated into taught modules;

4. A wide range of guest speakers from all parts of the events and entertainment operations;

5. A course that considers the management of events and entertainment operations with the underpinning of a sustainability ethics;

6. Half day visits to a range of events and entertainment operations, destinations and trade fares in London;

7. Strong focus on developing students’ employability skills; 8. A final semester event conceived, produced and executed by

students in front of an invited audience.

Course Aims

1. To develop students’ understanding of processes of management of events and entertainment industries and resources through the provision of modules that explore management and social science theory;

2. Offer an up to date curricula that reflect current issues faced by the events and entertainment industries underpinned by scholarship and academic practice;

3. To equip students with employability skills for a range of careers and/or future study within the events and entertainment sector;

4. To provide an exciting and enjoyable learning environment that stimulates intellectual curiosity and allows students to attain their full potential;

5. To underpin the curricula with research, scholarly activities, consultancy and/or relevant industry/sector input;

6. To provide students with knowledge, skills and techniques to identify and investigate contemporary issues and challenges in the management of the events and entertainment sectors;


7. To develop students core skills in critical thinking, literacy, numeracy, communications and self-managed learning to enhance employability or progression to further study;

8. To build academic and professional key skills and competencies via field work in London, the UK and Europe;

9. Support students from a variety of backgrounds in order to achieve their academic and employability potential;

10. To facilitate a range of personal attributes, including academic and personal confidence, to help students achieve success in all their life endeavours.

Course Learning Outcomes

A1: Analyse and evaluate the structures, concepts and characteristics of the events, entertainment, hospitality, and tourism industries from a multi-disciplinary perspective including the fields of politics, social science and management studies. A2: Analyse and evaluate the interaction between events/hospitality/tourism/markets, suppliers, clients, resources and other stakeholders in the global economy. A3: Interpretation of business and research data to the development of events, entertainment, hospitality and tourism strategies and plans. For example, business plans, event, destination management, hospitality, and marketing planning. A4: Evaluate the impacts of changes in the political, social environmental technological environment on the events, hospitality and tourism sectors. A5: Understand, evaluate and reflect upon issues of lifestyles, consumption and culture as they affect people’s leisure lives. A6: Demonstrate a range of knowledge and skills required to effectively manage in the events and entertainment sectors. For example, administration, design, operations, risk, law and how they apply to operations management. B1: Become critical and reflective learners drawing on their academic and employability experiences and using these to develop their career pathways. B2: Undertake fieldwork observation and data collection in a responsible and safe manner, and sensitive to the impact of investigations on the environment and stakeholders. B3: Use a range of quantitative and qualitative survey techniques and interpretive methods for the analysis and understanding of social, environmental and business environments. B4: Use of interpersonal skills and knowledge to propose and evaluate practical and theoretical solutions to complex problems. B5: Evaluate and apply theories and concepts from generic management areas to the operation and planning of the events, entertainment, hospitality and tourism industries. B6: Identify and respond appropriately to diverse and conflicting interests within the events, entertainment, hospitality and tourism sector applying the principles of sustainability, ethics and good business practice. C1: Communicate effectively in written, graphic, oral and multi-media forms in ways which are appropriate to the relevant audience and which respect intellectual property and copyright. C2: Access, select and synthesise data from library and internet sources to achieve a given purpose. C3: Work effectively in group and teamwork situations, respecting the viewpoints of others.


C4: Work autonomously and manage one’s own time, behaviour, motivation and initiative. C5: Demonstrate personal, practical, intellectual skills and knowledge required to perform effectively in the workplace. C6: Demonstrate interpersonal and employability skills of listening, negotiating, persuasion and presentation.

C. Teaching and Learning Strategy

The course follows the University Learning and Teaching Strategy. Acquisition of A1 – 6 takes place through a combination of taught modules from the UELS Division and through independent study supported through interactive use of the Virtual Learning Environment (VLE), the library, the Learning Resource Centre and in the workplace.

A wide range of teaching and learning strategies are adopted, which normally include:

▪ lectures, including invited speakers

▪ discussion groups

▪ practical workshops

▪ tutorial/seminar group activities

▪ self-assessment/auditing and action-planning

▪ individual and group presentations

▪ directed reading activities

▪ supported self-study and self-directed research

▪ practical experience within the workplace

▪ e-learning and blended learning using the Virtual Learning Environment (VLE)

▪ case studies.

Additional learning support is provided through the University VLE. There will be a variety of personal and academic tutorials. Students will receive oral and written feedback (formative and summative) on performance and assessments that support student learning at all levels throughout the programme.

Intellectual skills are modelled within most taught sessions. Outcomes B1 – 6 are demonstrated through participation in structured individual and group tasks and presentations which support the questioning of knowledge and theories relating to industry practice.

Transferable Skills and Personal Attributes C1 – 6 will be acquired through the teaching and learning strategies outlined previously, but with an emphasis on applying learning to their workplace and exposure to professional practice through the placement experiences. Personal tutorials and oral and written feedback on assessments support student learning at all levels of the programme.

D. Assessment

The different forms of subject knowledge and understanding gained through the programme are assessed in a variety of ways within the University. The book of modules outlines which learning outcomes will be tested for each module. Assessment methods include: essays, reports, portfolios, case studies, posters, videos and presentations. Every module assesses learning outcomes through a combination of on-going formative and summative methods. Details are in the individual module statements.


The different forms of intellectual and research skills gained through the programme are assessed in a variety of ways within the University. The book of modules outlines which learning outcomes will be tested for each module. Assessment methods include: essays, reports, portfolios, case studies, posters, videos and presentations. Every module assesses learning outcomes through a combination of on-going formative and summative methods. Details are in the individual module statements. Self-reflection is a key element of assessment of practical skills and knowledge and is undertaken in the Professional Development, Research for Management and the Management Challenge modules.

E. Academic Regulations

The University’s Academic Regulations apply for this course.

F. Entry Requirements

In order to be considered for entry to the course applicants will be required to have the following qualifications:

GCSE grade “C” or above in 5 subjects (including Mathematics and English Language) plus one of the following:

· A Level BCC (or equivalent);

· BTEC National Diploma DMM; in Tourism, Hospitality or Events Management

· Access to HE Diploma with 9 Distinctions and 36 Merits (or equivalent);

· Other equivalent level 3 qualifications

Mature students will be considered on the basis of their overall qualifications and prior work experience.

Applicants seeking direct entry into level 6 will be required to have:

· HND Merit achieved in Tourism, Hospitality and/or Events Management

Mature students will normally be considered on the basis of their overall qualifications and prior work experience.

Articulation Agreements will be in place for advanced entry at Levels 5 and 6 from graduates of the Confederation of Tourism and Hospitality programmes.

• Accreditation of Prior (and Experiential) Learning AP(E)L

• Prospective students with extensive work experience or non-standard or overseas qualifications may be accepted onto the programme subject to assessment of their knowledge and abilities by course staff. In doing this we shall apply the universities policies on AP(E)L. As prospective students’ background may vary enormously prospective candidates are required to have a conversation with the Course Director to discuss AP(E)L arrangements. A Curriculum Vitae and a portfolio of evidence that demonstrates your knowledge and skills may be asked of these candidates. A candidate may be asked to have an interview and/or to write an essay.


G. Course structure(s)

Course overview

Semester 1 Semester 2

Year 1

Studying for Sustainability Entertainment and Events Industry Leisure and Consumption

Events Law and Contract Management Management and Leadership Level 4 Work Experience

Professional Development

Year 2 Business Development Marketing Strategy and Communications Events Strategy

Research for Management Events Logistics Leisure and Entertainment Operations Level 5 Work Experience

Year 3 Human Resource Management Management Challenge Major and Mega Events

Final Curtain Event Mass Media Music and Society Urban Tourism or Heritage Management OR International Hospitality Operations OR Tourism and Social Justice

Work Experience information

The Role of Work Experience in Curriculum

Level 4 Semester 1 modules Begin preparation for Level 4 work

experience

Level 5 Semester 1 Modules

including reference to completed work

experience in assessments Begin preparation for

Level 5 work experience

Level 5 Work Experience:

Minimum 450 hours


including reference to completed work experience

in assessments Continue preparation for Level 5 Work Experience

Level 4 Semester 2 modules

Continue preparation

for Level 4 Work Experience

Level 4 Work Experience:

Minimum 450 hours

work signed off by employer and LSBU, reflective work diary


• There is a requirement to complete two 450-hour zero credit work and/or voluntary experience modules of agreed, monitored and assessed work placement both at Levels 4 and 5.

• This will involve a system in place where the employer and the placement tutor sign off the hours worked/volunteered.

• The number of hours completed will be presented at the September Resit Examination Board. Any hours that need to be made up to reach 450 will be carried over and required to be completed by the end of Week 12 of Semester 1 of the following academic year. If the hours are not made up by the end of Week 12 the student will be required to make up the hours by Easter in Semester 2. Failure to do this will require the student to resit Level 4 or Level 5 work experience module as Repeat Year.

• Students who do not complete the Work Experience module at Level 4 will not be able to register hours worked/volunteered for the Work Experience module at Level 5 under they have met the minimum required hours for Level 4.

H. Course Modules

Core modules are highlighted in Black in the table below and optional modules are highlighted in Blue. Optional modules will not run when there is no demand for them and this will be based on the size of the cohort of students for a given academic year and the choices made by students in this cohort. Towards the end of level 5 students will be issued with option forms by the course director. A chance to discuss options will be provided to students so they can pick the options that best suit their career destination and learning requirements. Students will be informed prior to the start of their Level 6 studies if their option is not running.

Module Code

Module Title

Level

Credit value

Assessment

Level 6

Semester 2 Modules


Including Management Challenge (core

module) based on material gathered during Level 5 Work Experience


UEL 4 SFS Studying for Sustainability

4 20 This module is assessed through 2 elements, coursework 1 is worth 50% of the module and coursework 2 is worth 50% of the module. Coursework 1 (with 50% of the module) A 1500-word essay on the complex nature of sustainability in the tourism, hospitality and events sectors. Coursework 2 (worth 50% of the module) A 1500-word report reflecting upon and reviewing sustainable issues and how they are interpreted by industry.

UEL 4 LAC Leisure and Consumption

4 20 This module is assessed 100% through coursework. Coursework 1 is worth 50% of the module and coursework 2 is worth 50% of the module. Coursework 1 – 50% of the module is a verbal presentation on the structure of a given segment of the leisure or events industry and its contribution to society and skills required of managers in that segment. . Coursework 2 – 50% of the module is a 1500-word essay on the role of leisure and consumption within modern society.

UEL 4 MLS Management and Leadership

4 20 This module is assessed through 2 elements. Coursework 1 worth 40% and coursework 2 worth 60% of the module Coursework 1 (worth 40% of the module) A 1000-word essay reviewing leadership styles used in the management of the tourism, hospitality and events workforce. Coursework 2 (worth 60% of the module) A 2000-word report reviewing how key management techniques contribute towards internal customer job satisfaction.


UEL 4 EEI Entertainment and Events Industry

4 20 This module will be assessed via 100% coursework. Coursework 1 worth 50% of the module and coursework 2 worth 50% of the module Coursework 1 In-Class Case study: 1500-word essay on assessing ability to understand written articles and analyse contents against models of the industry. Coursework 2 A 1500-word report based on the structure of a given segment of the entertainment/events industry and the challenges it faces.

UEL 4 LCM Events Law and Contract Management

4 20 This module will be assessed via 100% coursework. Coursework 1 worth 50% of the module and coursework 2 worth 50% of the module Coursework 1 Seminar Presentation: A 10-minute power point presentation leading to class discussion on an aspect of the law related to the events or entertainment industries. This will explore the law and analyse case studies related to it Coursework 2 A report 1500 word providing legal advice and best practice for event organisers, when planning on building outdoor temporary event structures.

UEL 4 PDV Professional Development

4 20 Coursework 1 (60% weighting) You are required to write an overall reflection of the skills, competences and knowledge that you have developed since starting the course and which will be of benefit to you in future jobs, 2000 words. Coursework 2 (40% weighting) An assignment designed to help you reflect on your development and to sell yourself at job interviews and assessment centres.


Students are required to submit a 5-minute video.

UEL 4 PLA Level 4 Work Experience

4 0 The completion of at least 450 hours of work experience which is signed off by the Placement Tutor and the Employer and the completion of the placement evaluation form.

UEL 5 BDM Business Development

5 20 Coursework 1 is worth 25% of the module. A poster and defence of the market assessment of the potential new or turn-around venture. Coursework 2 is worth 75% of the module. Coursework 2 is the full business plan report which is 2500 words long.

UEL 5 MSC Marketing Strategy and Communications

5 20 The module is assessed through two pieces of coursework, each element worth 50% of the module and consists of 1750 words. Coursework 1 is an exercise on segmentation and coursework 2 is a report on promotional plans.

UEL 5 EVS Events Strategy 5 20 100% Coursework. There are two elements to the assessment. Coursework 1 worth 40% of the module and Coursework 2 worth 60% of the module Coursework 1 worth 40% of the module a 10-minute presentation on stakeholder consultation techniques used in event planning. Coursework 2 worth 60% of the module a 2000-word report on the bidding processes for events and the process to attract funding/sponsorship that enable event planners.

UEL 5 RFM Research for Management

5 20 Two courseworks weighted at 50% each: A 1500-word research proposal worth 50% of the module. A 2000-word research report worth 50% of the module.

UEL 5 EVL Events Logistics 5 20 This module is assessed 100% by coursework: Develop an operational plan for an event (100%) 3,500 words.


UEL 5 LAE Leisure and Entertainment Operations

5 20 This module is assessed 100% by coursework. A report analysing and contrasting the management issues faced by a variety of different commercial leisure operations in and around London 3,500 words.

UEL 5 PLA Level 5 Work Experience

4 0 The completion of at least 450 hours of work experience which is signed off by the Placement Tutor and the Employer and the completion of the placement evaluation form.

UEL 6 HRM Human Resource Management

6 20 The module is assessed 100% by coursework, there are two elements to the assessment. Coursework 1 worth 50% of the module and coursework 2 worth 50% of the module Coursework 1, worth 50% of the module. A 2000-word report requiring students to evaluate the management tools used by human resource departments in delivering quality service in the tourism, hospitality and events industries. Coursework 2 worth 50% of the module. A 2000-word report requiring students to evaluate the philosophical underpinnings of Total Quality Management tools used by human resource departments in the tourism, hospitality and events industries.

UEL 6 MME Major and Mega Events

6 20 Coursework (100% of the module mark) with two elements: Coursework 1 (50% weighing): 2000-word assessment of impacts of major/mega events. Coursework 2 (50% weighting): 2000 words: a theory-based evaluation of the success or failure of major/mega events and discussion of factors leading to the success or failure of events.

UEL 6 MGC Management Challenge

6 20 The module is assessed 100% by coursework both weighted at 50%. A 15-minute presentation defining the management issues faced by their host organisation and an


assessment of why these issues occurred. Worth 50% of the module. A management report based on research collected while on placement on a management issue faced by the host organisation. Conclusions should relate to management theory (2000 words) worth 50% of the module.

UEL 6 FCE Final Curtain Event

6 20 Coursework (100% of the module mark) with two elements: Element 1: 40% on the module with 2000-words. Creating an Event Manual (event diary format will be provided). Students are required to keep a diary on every process of event planning from conception to execution stages.

Element 2: 60% on the module. A reflective report based on their event planning and delivery experience on the night for 2000-words. It includes peer-assessment for group members. The two sub-components combine to give a single Module mark of 100%.

UEL 6 MMS Mass Media Music and Society

6 20 The assessment is 100% coursework with two parts: Coursework 1: Presentation (50%) The presentation requires students to provide an analysis and description lasting 15 minutes of a relevant academic paper that they will be provided with. Coursework 2: Essay (50%) The coursework requires the students to choose and write a critical essay on the impact of changing technology on the delivery of mass media and music to society (2000 words).

UEL 6 URT Urban Tourism

6 20 100% Coursework. Two elements worth 50% each. CW1 a report on the effects of tourism in the transformation of a chosen city which can be categorised as a either a post-industrial city, an


historic city or seaside resort, (50%) essay 2,000 words CW2 Analyse the nature, scale and role of the night time economy of Central London and make recommendations about its future management. (50%) report 2,000 words

UEL 6 TSJ Tourism and Social Justice

6 20 Two pieces of coursework comprising: Production of a policy briefing paper (2 sides A4) on a subject of the student’s choice (50%) Written presentation of a campaign strategy for the issue presented in the briefing paper (50%) equivalent to 3000 words

UEL 6 IHP International Hospitality Operations

6 20 The module is assessed 100% by coursework. The coursework is an individually prepared report of 4000 words in the form of a consultancy report that investigates the feasibility of a hospitality form expanding its operations into a new world region.

I. Timetable information

- Provisional timetables are made available upon request and are subject to change. Confirmed timetables are made available when the timetabling system has been made live by the estates division.

- Students will have no classes on Wednesday afternoon allowing free time for any Student Union/enrichment activities.

- Students are notified of any timetable changes during the academic year via the Moodle virtual learning environment.

J. Costs and financial support Course related costs

- Where students are required to visit an industry partner, visit an industry exhibition or do field

research students will have to pay their own travelling expenses.


Tuition fees/financial support/accommodation and living costs - Information on tuition fees/financial support can be found by clicking on the following link -

http://www.lsbu.ac.uk/courses/undergraduate/fees-and-funding or - http://www.lsbu.ac.uk/courses/postgraduate/fees-and-funding - Information on living costs and accommodation can be found by clicking the following link-

https://my.lsbu.ac.uk/my/portal/Student-Life-Centre/International-Students/Starting-at-LSBU/#expenses

List of Appendices

Appendix A: Curriculum Map Appendix B: Educational Framework (undergraduate courses) Appendix C: Terminolog

http://www.lsbu.ac.uk/courses/undergraduate/fees-and-funding

http://www.lsbu.ac.uk/courses/postgraduate/fees-and-funding




Appendix A: Curriculum Map

Core Modules Level 4 Core Modules Level 5

Core Modules Level 6

Elective Modules Level 6

Level 4 W

ork

Experience

Stu

dyin

g for

Susta

inabili

ty

Leis

ure

and C

onsum

ption

Ma

na

ge

me

nt a

nd

Leaders

hip

Ente

rtain

ment and E

vents

In

dustr

y

Pro

fessio

nal D

evelo

pm

ent

Events

Law

and C

on

tra

ct

Ma

na

ge

me

nt

Level 5 W

ork

Experience

Re

se

arc

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or

Ma

na

ge

me

nt

Ma

rke

ting

Str

ate

gy a

nd

C

om

mu

nic

atio

ns

Busin

ess D

evelo

pm

ent

Events

Str

ate

gy

Events

Logis

tics

Leis

ure

and E

nte

rtain

ment

Opera

tions

Hu

ma

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eso

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Ma

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Ma

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Me

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Fin

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Tou

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To

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ocia

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us

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Inte

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O

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ns

A1: Analyse and evaluate the structures, concepts and characteristics of the events, entertainment, hospitality and tourism industries from a multi-disciplinary perspective including the fields of politics, social science and management studies.

tda tda tda tda tda tda tda tda tda

A2: Analyse and evaluate the interaction between tourism/events/hospitality markets, suppliers, clients, resources and other stakeholders in the global economy.

tda tda tda tda tda tda tda

A3: Interpretation of business and research data to the development of events, entertainment, hospitality and tourism strategies and plans. For example, business plans, destination management, hospitality, event and marketing planning.

tda tda tda tda tda tda tda tda tda tda tda tda


This map provides a design aid to help course teams identify where course outcomes are being developed, taught and assessed within the course. It also provides a checklist for quality assurance purposes and may be used in validation, accreditation and external examining processes. Making the learning outcomes explicit will also help students to monitor their own learning and development as the course progresses.

LEARNING OUTCOMES Intellectual and Research Skills




Level 4 W

ork

Experience

Stu

dyin

g for

Susta

inabili

ty

Leis

ure

and C

onsum

ption

Ma

na

ge

me

nt a

nd

Leaders

hip

Ente

rtain

ment and E

vents

In

dustr

y

Pro

fessio

nal D

evelo

pm

ent

Events

Law

and C

ontr

act

Ma

na

ge

me

nt

Level 5 W

ork

Experience

Re

se

arc

h f

or

Ma

na

ge

me

nt

Ma

rke

ting

Str

ate

gy a

nd

C

om

mu

nic

atio

ns

Busin

ess D

evelo

pm

ent

Events

Str

ate

gy

Events

Logis

tics

Leis

ure

and

Ente

rtain

ment O

pera

tions

Hu

ma

n R

eso

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Ma

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me

nt

Ma

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Ma

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and

Me

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Ma

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Socie

ty

Fin

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ain

Eve

nt

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Ma

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an

Tou

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To

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an

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Inte

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A4: Evaluate the impacts of changes in the political, social environmental technological environment on the tourism, hospitality and events sectors.

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tda

A5: Understand the practical contribution of tourism and hospitality concepts, techniques and understanding to forging more socially just and environmentally sustainable futures.

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A6: Understand the logistics and operational processes required to manage hospitality and tourism businesses including, hotels, restaurants and tour operators.

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B1: To become critical and reflective learners drawing on their academic and employability experiences and using these to develop their career pathways.

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B2: Undertake fieldwork observation and data collection in a responsible and safe manner, and sensitive to the impact of investigations on the environment and stakeholders.

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B3: Use a range of quantitative and qualitative survey techniques and interpretive methods for the analysis and understanding of social, environmental and business environments.

tda tda tda tda tda tda tda tda

B4: Use of interpersonal skills and knowledge to propose and evaluate practical and theoretical solutions to complex problems.

d tda tda d tda tda tda tda tda

B5: Evaluate and apply theories and concepts from generic management areas to the operation and planning of the events, entertainment, hospitality and tourism industries.

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B6: Identify and respond appropriately to diverse and conflicting interests within the events, entertainment, hospitality and tourism sector applying the principles of sustainability, ethics and good business practice.

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LEARNING OUTCOMES Transferable Skills and Personal Attributes




Level 4 W

ork

Experience

Stu

dyin

g for

Susta

inabili

ty

Leis

ure

and C

onsum

ption

Ma

na

ge

me

nt a

nd

Leaders

hip

Ente

rtain

ment and E

vents

In

dustr

y

Pro

fessio

nal D

evelo

pm

ent

Events

Law

and C

ontr

act

Ma

na

ge

me

nt

Level 5 W

ork

Experience

Re

se

arc

h f

or

Ma

na

ge

me

nt

Ma

rke

ting

Str

ate

gy a

nd

C

om

mu

nic

atio

ns

Busin

ess D

evelo

pm

ent

Events

Str

ate

gy

Events

Logis

tics

Leis

ure

an

d

Ente

rtain

ment O

pera

tions

Hu

ma

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Inte

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C1: Communicate effectively in written, graphic, oral and multi-media forms in ways which are appropriate to the relevant audience and which respect intellectual property and copyright.

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C2: Access, select and synthesise data from library and internet sources to achieve a given purpose.

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C3: Work effectively in group and team work situations, respecting the viewpoints of others.

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C4: Work autonomously and manage one’s own time, behaviour, motivation and initiative.

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C5: Demonstrate personal, practical, intellectual skills and knowledge required to perform effectively in the workplace.

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C6: Demonstrate interpersonal and employability skills of

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listening, negotiating, persuasion and presentation.


Appendix B: Embedding the Educational Framework for Undergraduate Courses The Educational Framework at London South Bank University is a set of principles for

curriculum design and the wider student experience that articulate our commitment to the

highest standards of academic knowledge and understanding applied to the challenges of the

wider world.

The Educational Framework reflects our status as University of the Year for Graduate

Employment awarded by The Times and The Sunday Times Good University Guide 2018 and

builds on our 125 year history as a civic university committed to fostering social mobility

through employability and enterprise, enabling our students to translate academic achievement

into career success.

There are four key characteristics of LSBU’s distinctive approach to the undergraduate

curriculum and student experience:

• Develop students’ professional and vocational skills through application in industry-

standard facilities

• Develop our students’ graduate attributes, self-awareness and behaviours aligned to

our EPIIC values

• Integrate opportunities for students to develop their confidence, skills and networks into

the curriculum

• Foster close relationships with employers, industry, and Professional, Statutory and

Regulatory Bodies that underpin our provision (including the opportunity for

placements, internships and professional opportunities)

The dimensions of the Educational Framework for curriculum design are:

• informed by employer and industry needs as well as professional, statutory and

regulatory body requirements

• embedded learning development for all students to scaffold their learning through the

curriculum taking into account the specific writing and thinking requirements of the

discipline/profession

• high impact pedagogies that enable the development of student professional and

vocational learning through application in industry-standard or authentic workplace

contexts

• inclusive teaching, learning and assessment that enables all students to access and

engage the course

• assessment for learning that provides timely and formative feedback

All courses should be designed to support these five dimensions of the Educational

Framework. Successful embedding of the Educational Framework requires a systematic

approach to course design and delivery that conceptualises the student experience of the

curriculum as a whole rather than at modular level and promotes the progressive development

of understanding over the entire course. It also builds on a well-established evidence base

across the sector for the pedagogic and assessment experiences that contribute to high quality

learning.


This appendix to the course specification document enables course teams to evidence how

their courses meet minimum expectations, at what level where appropriate, as the basis for

embedding the Educational Framework in all undergraduate provision at LSBU.

Dimension of

the

Educational

Framework

Minimum expectations and rationale How this is achieved in the

course

Curricula

informed by

employer and

industry need

Outcomes focus and

professional/employer links

All LSBU courses will evidence the

involvement of external stakeholders in

the curriculum design process as well

as plan for the participation of

employers and/or alumni through guest

lectures or Q&A sessions, employer

panels, employer-generated case

studies or other input of expertise into

the delivery of the course provide

students with access to current

workplace examples and role models.

Students should have access to

employers and/or alumni in at least one

module at level 4.

The events and entertainment

programme was designed in

collaboration with industry

partners who were consulted

during the validation process. A

number of these partners now

come into LSBU to provide guest

lectures and help us provide up-

to-date assessments based on

the challenges facing the events

and entertainment industry.

Embedded

learning

development

Support for transition and academic

preparedness

At least two modules at level 4 should

include embedded learning

development in the curriculum to

support student understanding of, and

familiarity with, disciplinary ways of

thinking and practising (e.g. analytical

thinking, academic writing, critical

reading, reflection). Where possible,

learning development will be normally

integrated into content modules rather

than as standalone modules. Other

level 4 modules should reference and

reinforce the learning development to

aid in the transfer of learning.

Modules UEL 4 MLS and UEL 4

SFS have embedded critical

thinking and reading, study skills

and professional development.

Module UEL 4 PDV requires

students to reflect on their own

development both personal and

professional and develop

analytical thinking.

High impact

pedagogies

Group-based learning experiences

The capacity to work effectively in

teams enhances learning through

working with peers and develops

student outcomes, including

communication, networking and

respect for diversity of perspectives

relevant to professionalism and

inclusivity. At least one module at

level 4 should include an opportunity

Group-based experiences are

spread across levels 4 and 5 of

the degree programme. Some of

these experiences are through

formative assessment some are

through summative assessment.

Teamwork is a central theme to

the events and entertainment

industries and students are

expected to reflect on their own


for group working. Group-based

learning can also be linked to

assessment at level 4 if appropriate.

Consideration should be given to how

students are allocated to groups to

foster experience of diverse

perspectives and values.

experiences of working in a group

and understanding their role

within that setting.

Inclusive

teaching,

learning and

assessment

Accessible materials, resources and

activities

All course materials and resources,

including course guides, PowerPoint

presentations, handouts and Moodle

should be provided in an accessible

format. For example, font type and

size, layout and colour as well as

captioning or transcripts for audio-

visual materials. Consideration should

also be given to accessibility and the

availability of alternative formats for

reading lists.

All course materials are found on

the Moodle VLE and can be

easily adapted to any font should

the case arise. Much of the

reading required of students (i.e.

journal articles) are made

available on Moodle sites.

Assessment

for learning

Assessment and feedback to support

attainment, progression and retention

Assessment is recognised as a critical

point for at risk students as well as

integral to the learning of all students.

Formative feedback is essential during

transition into university. All first

semester modules at level 4 should

include a formative or low-stakes

summative assessment (e.g. low

weighted in final outcome for the

module) to provide an early opportunity

for students to check progress and

receive prompt and useable feedback

that can feed-forward into future

learning and assessment. Assessment

and feedback communicates high

expectations and develops a

commitment to excellence.

Every module has both formative

and summative assessments

built into the validated

documentation. Many of the

modules build in seminar

programs aimed at the

summative assessments in order

to assist students and provide

opportunity for feedback on work

prior to the hand in date.

High impact

pedagogies

Research and enquiry experiences

Opportunities for students to undertake

small-scale independent enquiry

enable students to understand how

knowledge is generated and tested in

the discipline as well as prepare them

to engage in enquiry as a highly sought

after outcome of university study. In

preparation for an undergraduate

Modules UEL 4 PDV and UEL 5

RFM are specifically designed to

enable students to reflect upon

their professional practices and

prepare for the research process.

Specifically, the level 5 module

entitled Research for

Management is designed to

provide the academic and critical


dissertation at level 6, courses should

provide opportunities for students to

develop research skills at level 4 and 5

and should engage with open-ended

problems with appropriate support.

Research opportunities should build

student autonomy and are likely to

encourage creativity and problem-

solving. Dissemination of student

research outcomes, for example via

posters, presentations and reports with

peer review, should also be

considered.

thinking skills necessary to

undertake an individual piece of

research which will be expected

of them into modules at level 6.

The assessments for these

modules are written reports,

essays and presentations.

Curricula

informed by

employer and

industry need

/ Assessment

for learning

Authentic learning and assessment

tasks

Live briefs, projects or equivalent

authentic workplace learning

experiences and/or assessments

enable students, for example, to

engage with external clients, develop

their understanding through situated

and experiential learning in real or

simulated workplace contexts and

deliver outputs to an agreed

specification and deadline.

Engagement with live briefs creates the

opportunity for the development of

student outcomes including

excellence, professionalism,

integrity and creativity. A live brief is

likely to develop research and enquiry

skills and can be linked to assessment

if appropriate.

The link between assessments

and current industry practice to

be found in modules UEL 4 SFS

and UEL 4 MSC. Module UEL 6

MGC requires students to reflect

on their industrial experience and

identify areas for development

based upon their experience in

industry and within the

organisation(s) where they

gained work experience.

Inclusive

teaching,

learning and

assessment

Course content and teaching methods

acknowledge the diversity of the

student cohort

An inclusive curriculum incorporates

images, examples, case studies and

other resources from a broad range of

cultural and social views reflecting

diversity of the student cohort in terms

of, for example, gender, ethnicity,

sexuality, religious belief, socio-

economic background etc. This

commitment to inclusivity enables

students to recognise themselves and

their experiences in the curriculum as

well as foster understanding of other

viewpoints and identities.

The events and entertainment

industries are diverse, and the

course content reflects this.

Issues around social justice,

diversity, discrimination and

sustainability are central themes

that run from level 4 to the end of

the degree programme.


Curricula

informed by

employer and

industry need

Work-based learning

Opportunities for learning that is

relevant to future employment or

undertaken in a workplace setting are

fundamental to developing student

applied knowledge as well as

developing work-relevant student

outcomes such as networking,

professionalism and integrity. Work-

based learning can take the form of

work experience, internships or

placements as well as, for example,

case studies, simulations and role-play

in industry-standards settings as

relevant to the course. Work-based

learning can be linked to assessment if

appropriate.

There are two 0 credit-based

work experience modules (UEL 4

PLA and UEL 5 PLA) which have

been built into this degree

programme. They require

students to gain a minimum of

450 hours work experience each

academic year. At both levels 5

and 6 students’ work experiences

are dissected and analysed in

order to develop students’

understanding of current industry

practices and develop their

critical thinking and management

skills.

Embedded

learning

development

Writing in the disciplines: Alternative

formats

The development of student

awareness, understanding and mastery

of the specific thinking and

communication practices in the

discipline is fundamental to applied

subject knowledge. This involves

explicitly defining the features of

disciplinary thinking and practices,

finding opportunities to scaffold student

attempts to adopt these ways of

thinking and practising and providing

opportunities to receive formative

feedback on this. A writing in the

disciplines approach recognises that

writing is not a discrete representation

of knowledge but integral to the

process of knowing and understanding

in the discipline. It is expected that

assessment utilises formats that are

recognisable and applicable to those

working in the profession. For example,

project report, presentation, poster, lab

or field report, journal or professional

article, position paper, case report,

handbook, exhibition guide.

Throughout the programme there

are a range of different

assessment techniques utilised.

This includes the use of reports,

essays, posters and videos. The

use of case studies and current

academic writing to underpin the

assessments assists in the

development of a wide range of

learning skills for the students.

The Management Challenge

module at level 6 is intended to

enable students to demonstrate

the knowledge and learning skills

developed at levels 4 and 5.

High impact

pedagogies

Multi-disciplinary, interdisciplinary or

interprofessional group-based learning

experiences

External visits and seminars often

promote the use of group-based

learning experiences. These are

intended to help students expand


Building on experience of group

working at level 4, at level 5 students

should be provided with the opportunity

to work and manage more complex

tasks in groups that work across

traditional disciplinary and professional

boundaries and reflecting

interprofessional work-place settings.

Learning in multi- or interdisciplinary

groups creates the opportunity for the

development of student outcomes

including inclusivity, communication

and networking.

their network within the student

cohort and develop their

understanding of what group

working to prepare them for their

future careers. Students will also

often gain further experience of

working in groups when

undertaking their work

experience hours.

Assessment

for learning

Variation of assessment

An inclusive approach to curriculum

recognises diversity and seeks to

create a learning environment that

enables equal opportunities for learning

for all students and does not give those

with a particular prior qualification (e.g.

A-level or BTEC) an advantage or

disadvantage. An holistic assessment

strategy should provide opportunities

for all students to be able to

demonstrate achievement of learning

outcomes in different ways throughout

the course. This may be by offering

alternate assessment tasks at the

same assessment point, for example

either a written or oral assessment, or

by offering a range of different

assessment tasks across the

curriculum.

The assessment strategy taps

into a range of assessment

techniques including, reports,

essays, case studies, field

journals, informal class tests,

videos, presentations and

posters. The assessment

strategy is intended to promote

the development of academic

skills as participants progress

within the programme.

Curricula

informed by

employer and

industry need

Career management skills

Courses should provide support for the development of career management skills that enable student to be familiar with and understand relevant industries or professions, be able to build on work-related learning opportunities, understand the role of self-appraisal and planning for lifelong learning in career development, develop resilience and manage the career building process. This should be designed to inform the development of excellence and professionalism.

Career management is a central

theme to the programme,

modules UEL 4 PDV, PLA and

UEL 5 RFM, ULE 5 PLA and UEL

6 MGC are specifically aimed at

providing participants with work-

based experiences, reflecting on

those experiences and thinking

forward as to how the industry

they have worked in can improve

current practices.

Curricula

informed by

employer and

Capstone project/dissertation

The level 6 project or dissertation is a

critical point for the integration and

Modules UEL 6 MGC and UEL 6

FCE are the pinnacle of the

degree programme. The module


industry need

/

Assessment

for learning /

High impact

pedagogies

synthesis of knowledge and skills from

across the course. It also provides an

important transition into employment if

the assessment is authentic, industry-

facing or client-driven. It is

recommended that this is a capstone

experience, bringing together all

learning across the course and creates

the opportunity for the development of

student outcomes including

professionalism, integrity and

creativity.

UEL 6 MGC requires participants

to investigate an issue they

discovered during their work

experiences, based on evidence

gathered during this experience

and to provide practical

recommendations. UEL 6 FCE

requires students to document

and reflect on a live event which

they develop and deliver whilst

working in a group with other

students.

Appendix C: Terminology

awarding body a UK higher education provider (typically a university) with the power to award higher education qualifications such as degrees


bursary a financial award made to students to support their studies; sometimes used interchangeably with 'scholarship'

collaborative provision a formal arrangement between a degree-awarding body and a partner organisation, allowing for the latter to provide higher education on behalf of the former

compulsory module a module that students are required to take

contact hours the time allocated to direct contact between a student and a member of staff through, for example, timetabled lectures, seminars and tutorials

coursework student work that contributes towards the final result but is not assessed by written examination

current students students enrolled on a course who have not yet completed their studies or been awarded their qualification

delivery organisation an organisation that delivers learning opportunities on behalf of a degree-awarding body

distance-learning course a course of study that does not involve face-to-face contact between students and tutors

extracurricular activities undertaken by students outside their studies

feedback (on assessment) advice to students following their completion of a piece of assessed or examined work

formative assessment a type of assessment designed to help students learn more effectively, to progress in their studies and to prepare for summative assessment; formative assessment does not contribute to the final mark, grade or class of degree awarded to students


higher education provider organisations that deliver higher education

independent learning learning that occurs outside the classroom that might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, or revision

intensity of study the time taken to complete a part-time course compared to the equivalent full-time version: for example, half-time study would equate to 0.5 intensity of study

lecture a presentation or talk on a particular topic; in general lectures involve larger groups of students than seminars and tutorials

learning zone a flexible student space that supports independent and social earning

material information information students need to make an informed decision, such as about what and where to study

mode of study different ways of studying, such as full-time, part-time, e-learning or work-based learning

modular course a course delivered using modules

module a self-contained, formally structured unit of study, with a coherent and explicit set of learning outcomes and assessment criteria; some providers use the word 'course' or 'course unit' to refer to individual modules

national teaching fellowship a national award for individuals who have made an outstanding impact on student learning and the teaching profession

navigability (of websites) the ease with which users can obtain the information they require from a website

optional module a module or course unit that students choose to take

performance (examinations) a type of examination used in performance- based subjects such as drama and music

professional body an organisation that oversees the activities of a particular profession and represents the interests of its members

prospective student those applying or considering applying for any programme, at any level and employing any mode of study, with a higher education provider


regulated course a course that is regulated by a regulatory body

regulatory body an organisation recognised by government as being responsible for the regulation or approval of a particular range of issues and activities

scholarship a type of bursary that recognises academic achievement and potential, and which is sometimes used interchangeably with 'bursary'

semester either of the parts of an academic year that is divided into two for purposes of teaching and assessment (in contrast to division into terms)

seminar seminars generally involve smaller numbers than lectures and enable students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture

summative assessment formal assessment of students' work, contributing to the final result

term any of the parts of an academic year that is divided into three or more for purposes of teaching and assessment (in contrast to division into semesters)

total study time the total time required to study a module, unit or course, including all class contact, independent learning, revision and assessment

tutorial one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project

work/study placement a planned period of experience outside the institution (for example, in a workplace or at another higher education institution) to help students develop particular skills, knowledge or understanding as part of their course

workload see 'total study time'

written examination a question or set of questions relating to a particular area of study to which candidates write answers usually (but not always) under timed conditions

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